This 'Belonging' blog is a useful resource for both students and teachers. The regularly updated resources will assist students in the development of writing skills suitable for the three sections of Paper 1 of the NSW HSC Examination. The site will also assist teachers in the development of interesting, relevant and engaging resources for teaching the new Area of Study 'Belonging'.

Sunday, September 7, 2008

Belonging Workshop

The following is an outline of the workshop I conducted promoting the textbook. The handout also previews the process I underwent in developing teaching strategies suitable for the Area of Study: Belonging. Perhaps it may help you.

The handout given to teachers participating in the workshop is as follows:

Aim of workshop:

To assist teachers in the development of teaching strategies suitable for writing in Paper 1 of the HSC examination: Area of Study – Belonging

Outline of workshop:

Syllabus requirements for Sections 1-3 of the HSC ExaminationApproaches to teaching the Area of Study – BelongingLearning strategies for teaching content and skills related to the Area of Study: Belonging in the text bookPractical issues: The examination paper, prescribed texts and related material

Format of workshop

Explanation of syllabus requirements, content to be addressed and skills taughtParticipant activities – brainstorming, questions, reflection on content and skillsParticipant development of teaching strategiesSample learning strategies for teaching content and skills based on research in Belonging textbookDiscussion on the examination paper, suitability of prescribed texts for students needs and sourcing related material.Syllabus RequirementsUnseen texts

In Paper 1, Section 1 of the HSC English exam, students are required to answer questions about visual and written texts that they have probably not seen or studied before. The questions require students to examine, question, reflect on and speculate on (i.e. think about to form an opinion):

• What is being said about belonging• How the concept of belonging is conveyed in texts through visual and written language• An understanding of the way perceptions of belonging are shaped in and through texts• Assumptions about belonging underlying the texts.

Creative writing

In Paper 1, Section 2 of the HSC examination, students are required to respond to and compose a range of complex and imaginative texts, demonstrating effective communication. By studying various composers and text types, students will develop an understanding of the way composers shape their ideas using language forms and features, and text structures.

In Paper 1, Section 3 of the HSC examination, students will be asked to write an analytical response to one question about the concept of belonging. Students may be asked to write in a specific text type or form, such as an essay or speech.

Students are required to:

· Write about how the composers represent the concept of belonging by referring to the prescribed text and related texts of their own choosing· Analyse how meaning is created through the text’s form, and through the language and/or visual features of each text.Approach to teaching Area of Study: Belonging

So how do you prepare students for success in the HSC? There are three key areas to begin with:

The concept of belongingThe contentSkills

· Concept of belonging:

Question: What do you need to teach students about the concept of belonging?

- What is belonging/not belonging?- Connotations of belonging/not belonging- How do people belong/not belong in society (within various groups - families, peer relationships, schools, religion, etc)?- Consequences of belonging/not belonging

Content:

Question: What information do you need to teach students about the content of the course? Consider the following sections of the HSC examination:

- Understanding of types of question- Understanding of key terms- Reading analytically- Effective use of sentence structure (variety of sentences, types of sentences)- Appropriate word choice- Appropriate paragraphs- How to structure analytical responses (thesis statement, developing paragraphs, thesis reinforcement)- Development of ideas- How to write about the concept of belonging through reference to prescribed text and related texts (accurate reference to elements of text, relevant examples, appropriate use of language and or visual techniques, explanation/analysis of text)- How to link prescribed text and related texts

Learning strategies for teaching content and skills related to the Area of Study: Belonging in the book

Question: Identify learning strategies you would use to teach the content and skills necessary for students to write successful responses for the 3 sections in Paper 1 of HSC examination?

Purpose Why a text has been createdAudience Persons a text has been created for

· Explanation of types of HSC style examination questions

‘What’-type questions: These questions require you to identify one or more of thefollowing:- the type of belonging represented (e.g. belonging to a group, community, society, place, time, etc)- the purpose of the text- the audience of the text- the concept of belonging represented.

Sight memories3 When we see something from our past it can trigger a memory. A childhood doll or train set can take a person back to a particular time in their life. Although we may not remember everything about that memory, we can piece together significant information to write about. Memories can be happy, sad, bitter or sweet. Write a paragraph by free writing about a memory from your childhood triggered by some special item.

Modelled responseI am in the middle of my grandparents’ backyard, immersed in water in a painted pink aluminium bucket, the kind that was used for washing clothes before we had washing machines. I have managed to squeeze my legs into the bucket and my bare torso is popping out the top. I am giggling foolishly, splashing the water up and out at my family who dare to pass me by.Student response:

Word association by sound1 Choose one of the following words related to belonging or not belonging. What words come into your mind that relate to the sound of each word? Write down as many as you can think of.• inhabit• affinity• secure• abandoned• place• comfort• alienationModelled responseWord: alienationSound association: always, natural, station, lean, alcohol, elation, alfalfa, lightWord:Sound association:

· Analysis of photographs and film stills (develops characterization, setting, point of view, etc)

Writing charactersCharacterisation is the total of all we can see in a human being. It encompasses all aspects of humanity we could scrutinise in a character. To make characters real to the audience, you can give them emotions and mannerisms that people can relate to.Activity

Look at the image of a character (see textbook).Orlando/Three Lions/Getty Images

1 In point form, describe the character’s facial features, mannerisms and body language.Suggested answer• lazily holding a cigarette• head turned• uninterested• voluptuous lips• graffiti brick wall• slouched body• defiant eyes2 Write three sentences describing that character at that point in time. Use your brainstorm notes above.

Modelled responseThe boy slouches against the concrete wall, which is chalked in graffiti. The ash grows as an extension of the cigarette as he forgets to take a puff, so consumed is he by the scuffle developing beside him. He thinks of his father driving his truckthrough the early morning fog and how he hasn’t seen him for weeks.

Activity1 Create a storyboard about the concept of belonging or not belonging, where one person is trying to either remain in a group or get out of a group. In each square, draw what is happening. Show who these people are and why they are behaving the way they are. Then write a description of the shot and the film techniques used under each drawing.Before you begin, brainstorm some answers to the following questions to establish your storyboard narrative.a What happens?b Does the person belong to a group, or are they isolated?c How does their belonging or isolation happen?d Why does this happen?e How do the characters feel about these events?f What are the turning points in your storyboard? How do the choices you made abut where you placed the turning points in your storyboard affect the excitement of your scene?

Compare Identify and explain similarities represented in textual features in two or more texts

· Explanation of types of HSC style questions

Despite an individual’s desire to belong to a group or community, this is not always possible.How do the texts you have studied represent the processes and results of belonging?

· Explanation of structure of a analytical response

Introduction or thesis statement• Write one or two lead-in sentences which address the question and establish your thesis or argument.• Identify the texts to be analysed, including the names of their composers.• Outline how the texts to be discussed link to the question and your thesis.

· Explanation of language features of an analytical text

Narrative mode

First-person narrative is used when you are invited to give a personal response, forexample, in a speech or an opinion piece. First person is indicated by words such as me,us, I, we, ours, etc.Example:At this stage, we begin to wonder.

· Plan of an analytical response including modeled responses

IntroductionPoints for first body paragraph/ second body paragraph, and so on- Topic sentence- Main points- Key quotesConclusion

Modeled response: Body paragraphs

‘Strictly Ballroom’ successfully creates humour by satirising aspects of the ballroom dancing world, showing the restrictions placed on the individual’s desire for self-expression and individuality. The opening scene highlights a fantasy world, depicting silhouettes of ballroom dancers gracefully dancing to the famous waltz, ‘The Blue Danube’, followed by images of the glitzy and glamorous dancers in their brilliant costumes. It is a world the audience is set up to admire: we would all would like to belong to it. Or would we? …

· Student writing activity based on explanations and modeled responses

If you have studied ‘Strictly Ballroom, use the modelled response as a guide to write a plan for the next three body paragraphs. On a separate piece of paper, write the paragraphs in full, using your notes.Fourth body paragraphTopic sentence:Main points:Key quotes:

Context The screenplay of Strictly Ballroom was written by Baz Luhrmann and Andrew Bovell. The film was directed by Baz Luhrmann, and was well received internationally when it was released in 1992. Since Strictly Ballroom, Baz Luhrmann has directed two other internationally successful films—Romeo + Juliet and Moulin Rouge—and, at time of print, was directing Australia. He is known for his artistic and innovative cinematic styles which blend film techniques from Hollywood musicals and dance films with more traditional techniques.

· Explanation of key terms (see above)· Analysis of how the text relates to belonging

Rebellion, exclusion and true ‘belonging’The film opens at the Waratah Championships for ballroom dancing where Scott Hastings dares to dance his own steps, dazzling the audience with his samba routine. Those who value tradition—mainly his mother, his dance coach Les Kendall, and Barry Fife—abhor his behaviour. They are united in their opposition to Scott’s rebellion and prevent him from exploring his individuality, because the traditional world of ballroom dancing gives them a sense of belonging, and they do not wish for this to change. Changing the established order is difficult, because people in power make the rules and are responsible for ensuring they are followed. Therefore when Scott dances his own steps he is disqualified and prevented from participating in the competition. He is excluded from the group and his sense of belonging is devastated.

· Students answer the question: How do you relate your prescribed text to belonging?· Explanation of Text structure

Text structureThe film can be divided into four parts.Part 1The traditional values of the ballroom dancing world are established though the opening scene at the Waratah Championships for ballroom dancing where Scott Hastings dances his own steps during the samba. His partner, Liz Holt, walks out on him and Fran, an unlikely candidate, offers to be his dance partner. The love story is thus established between the handsome, competent dance champion and the plain, professionally untrained daughter of a Spanish migrant. She entices Scott to dance with her because she understands how he dances.

· Explanation of Characters

Scott Hastings: Scott is youthful, handsome and a champion dancer, and has many opportunities ahead of him. At first he is portrayed as arrogant, especially in his treatment of Fran. He is obviously a talented dancer, but is bored with the routine way he has been taught to dance. He challenges his mother and the Dance Federation when they insist he follows established conventions. He undergoes a transformation through his relationships with Fran and her family, as he learns the value of family spirit and dancing from the heart.

· Character activity – analyzing what quotes tell the reader about the character and belonging

Character quoteWhat the quote tells you about the character and belongingLiz: I don’t think! I don’t give a shit about them, we lost!Liz represents the dominant values of those who belong to the ballroom dancing world – follow established rules in order to win. Winning is the priority - not thinking for yourself or consideration of others.

· Explanation of Setting and modeled response

Scene: The living room of Scott’s homeMood: This is a domestic setting which at first appears warm and inviting. Trophies are proudly displayed on the back wall. It becomes clear from Shirley’s outrage about her son’s unconventional steps at the Waratah Championships, however, that her priority is winning, not her son’s self-expression. This is further illustrated by the large number of trophies occupying the cabinet. Arguments take place in the living room, too, which shows that the family is not as close as the setting would suggest.

· Explanation and analysis of various language and visual techniques and modeled responses

Symbolism: Dancing shoesHow it relates to belonging: In the scene in which Rico challenges Scott to dance the paso doble, there are close-ups of Scott’s shoes while he dances. When Ya Ya asks him to show her where he feels the rhythm, the camera focuses on Scott’s shoes. The viewer becomes aware that Scott’s motivation to dance comes from learning the intricacies of making the steps, which is what has made him belong in the rigid ballroom dancing world. When Ya Ya taps his chest to show him where the rhythm should come from, we understand that he has a lot to learn from Spanish culture. Dancing shoes are also shown in close-up when Scott dances, especially when he dances his own way, illustrating his freedom and individual expression, and his rebellion against a restrictive type of ‘belonging’.

· Key scene analysis

To gain a better understanding of how language and visual techniques work together to create meaning, it is a good idea to analyse a few key scenes from the text.ActivityMake notes about a key scene in Strictly Ballroom, taking into account:• film techniques and dialogue• examples of the techniques from the text• analysis of how these examples relate to belonging.

Then write a full analysis of the scene and its techniques, and their relation to belonging.

Modeled responseMany scenes in ‘Strictly Ballroom’ represent the ideas of the true spirit of love, family and belonging, in contrast to the false values and superficiality of belonging to the ballroom dancing world. One key scene is when Scott goes to the Toledo Milk Bar to ask Fran to dance with him at the Pan Pacific Grand Prix. Fran’s father challenges Scott to dance the paso doble, and they move to the backyard where chairs are askew, streamers are falling down and colourful lanterns hang from the roof. The lighting is low-key and the atmosphere is romantic, warm and inviting. In this environment, Scott is ridiculed for not dancing from the heart. Close-ups of people laughing are juxtaposed with long shots of Fran and Scott dancing, showing that the onlookers are laughing at the way he dances.

Practical Issues

Examination Paper

- A full emanation paper is included in the book with sample questions, belonging texts, question rubrics, marking guidelines and modelled responses.

Marking guidelines for Section IText 1: Cartoona i What comment is the composer making about depression in this cartoon?(1 mark)CriteriaMarksComments on or gives an opinion about what the composer is saying about depression1Possible answersYou can quote directly from the cartoon, or paraphrase (write in your own words).• One in four people suffer from depression.• People are unaware of other people suffering from depression.• The news is what causes depression.

Appropriateness of each text for student skills, abilities and interests - a suggestion

The prescribed texts are:• The Joy Luck Club by Amy Tan (prose fiction)

Creating Picture Books Online Course

Join Qwiller for free English Resources

Download English units of work, lessons, worksheets, study guides, program templates and much more. For teachers and students.

Life Writing Course

Writing about your life for the HSC? This course will guide you along the process

The Writer's Guide to Creative Writing in the English HSC Examination

Like the creative writing strategies on the blog. Purchase an electronic copy of all creative writing activities on the blog and more in a PDF, Mobi or ePub file. For students and teachers. Activities are formatted for personal or classroom use - simply print. Cost - $14.95

Creating Picture Books: a student work e-book

Create your own picture book with this step by step guide. Purchase an electronic copy as a PDF, Mobi or e-Pub file. For students and teachers. Cost - $14.95

Creating Picture Books: e-program

Purchase the teaching program, which is aligned with the Australian English Curriculum and NSW English Syllabus K-10 for the Australian Curriculum. Cost $49.95

Life Writing: a student work e-book

Need some guidance writing about your life. Purchase an electronic copy as a PDF, Mobi or ePub file. For students and teachers. Cost - $14.95

Senior Creative Writing Online Course - Starts Oct 7

For students interested in a more interactive way to learn how to write creatively. Click link above to join.

Creative Writing Online Mentoring

Need one on one personal guidance with your creative writing? Try online mentoring. Click the link above for more information.

The Writer's Guide

Adapted from The Writer's Guide to Creative Writing in the HSC English Examination, this work e-book is for students interested in creative writing in general. Purchase an electronic copy as a PDF, Mobi or e-Pub file. For students and teachers. Cost - $14.95

Belonging Unit of Work and Worksheets

Buy Now via PayPal for $69.95 for individual teacher use by clicking link 'send money' and entering email address: shelleymcnamara@hotmail.com

How to purchase Belonging Unit of Work and Worksheets

Once payment for the Belonging Unit of Work and Worksheets is received, an email will be sent to you with an electronic copy of the program and worksheets in a PDF file.

Activities are formated for classroom use - Simply print.

The lessons incorporate and extend on activities outlined in 'Area of Study: Belonging, a student workbook and this blog. See below for more details and sample pages.

•75 pages of easily downloadable worksheets for immediate use in the classroom

Please respect the rights of writers

Google+ Followers

PDF of all Belonging Blog activities

Buy Now via PayPal for $19.95 by clicking link 'send money' and entering email address: shelleymcnamara@hotmail.com Once payment is received, an email will be sent to you with a electronic copy of all resources on the blog in a PDF file. Activities are formated for classroom use - Simply print.

'Welcome Stranger'

Online Creative Writing e-Resources

About Me

A bit about me. Due to my love of creative writing and experience as an English teacher for over 19 years, I created Qwiller, which provides online creative writing workbooks, teaching programs, courses and mentoring for Secondary English students and teachers. I continue to write personally and for Macmillan Education.

Welcome to 'Belonging'

Thank you for visiting the site. I hope you find the resources relating to the three sections of the HSC Examination: Unseen texts, Creative writing and Analytical writing, meaningful and easy to incorporate into your study if you are a student or implement in your teaching practice if you are a teacher. I am an English teacher and am aware of the increasing demands on our time: both teachers and students. Please feel free to dowload resources you feel are relevant to your purpose s as a student or a teacher.

The site is also available as a forum for discussion about Paper 1 of the HSC examination, teaching strategies and resources and general information for studying and teaching the Area of Study: Belonging.

I have created this blog to enhance the development of resources outlined in 'HSC English Area of Study: Belonging, a student workbook' which was published by Macmillan in 2008.

I am of the belief that teachers work extremely hard and their dedication and good will is highly under valued in society. Our time is precious and we often don’t have enough time to develop resources the way we would like to. That’s where I come in. I like writing and researching teaching strategies and resources and in the past I have written numerous programs for our English faculty suitable for Stages 4-6. My aim has always been to assist teachers in the development of interesting and relevant resources. I believe sharing resources makes our life much easier. Writing the textbook for Macmillan on ‘Belonging’ seemed like a natural succession. This was a new area of study and therefore a chance to refresh our teaching strategies for HSC English. This blog came about because of a suggestion from my publisher and because I feel that the development of ideas and resources for ‘Belonging’ is an ongoing and shared process.

I have recently conducted a number of workshops on ‘Belonging’ and am available to in-service teachers and students. I will be conducting more workshops in Semester 4 2008, including a workshop at the ETA Conference in November.

Encouraging your peers and colleagues to refer to the site, is greatly appreciated.